Havighurst’s Developmental Tasks

Theory
BY PSYCHOLOGY NOTES HQ · OCTOBER 20, 2013

Although many theorists are responsible for contributing to the Developmental Tasks
Theory, it was Robert J. Havighurst who elaborated on this theory in the most
systematic and extensive manner.

Havighurst’s main assertion is that development is continuous throughout the entire

lifespan, occurring in stages, where the individual moves from one stage to the next
by means of successful resolution of problems or performance of developmental tasks.
These tasks are those that are typically encountered by most people in the culture
where the individual belongs. If the person successfully accomplishes and masters the
developmental task, he feels pride and satisfaction, and consequently earns his
community or society’s approval. This success provides a sound foundation which
allows the individual to accomplish tasks to be encountered at later stages.
Conversely, if the individual is not successful at accomplishing a task, he is unhappy
and is not accorded the desired approval by society, resulting in the subsequent
experience of difficulty when faced with succeeding developmental tasks. This theory
presents the individual as an active learner who continually interacts with a similarly
active social environment.

Havighurst proposed a bio psychosocial model of development, wherein the

developmental tasks at each stage are influenced by the individual’s biology
(physiological maturation and genetic makeup), his psychology (personal values and
goals) and sociology (specific culture to which the individual belongs).

Some developmental tasks evolve out of the biological character of humans and are
therefore faced similarly by all individuals from any culture. An example of this is
learning how to walk for infants. Being a skill that depends on maturation and
genetically determined factors, the mechanics involved in learning how to walk are
virtually the same and occur at generally the same time for children from all cultures.

Other tasks that stem from biological mechanisms include learning to talk, exercising
control over bodily functions, learning skills typically utilized in children’s games,
and coping with physiological changes related to aging, to name a few. Havighurst
stressed the importance of sensitive periods which he considered to be the ideal
teachable moments during which an individual demonstrates maturation at a level that
is most conducive to learning and successfully performing the developmental tasks.

Psychological factors that emerge from the individual’s maturing personality and
psyche are embodied in personal values and goals. These values and goals are another
source of some developmental tasks such as establishing one’s self-concept,
developing relationships with peers of both sexes and adjusting to retirement or to the
loss of a spouse.

There are other tasks, however, that arise from the unique cultural standards of a given
society and as such, may be observed in different forms in varying societies or,
alternatively, may be observed is some cultures but not in others. One such task would
be preparing oneself for an occupation. An individual who belongs to an agricultural
community, for instance, might make the preparations for an occupation such as
becoming a farmer at an early age, possibly in middle childhood or in adolescence. A
member of an industrialized society, on the other hand, requires longer and more
specialized preparation for an occupation, thus, embarking on this developmental task
sometime during early adulthood. Other culturally-based tasks include achieving
gender-appropriate roles and becoming a responsible citizen.

An enumeration of developmental tasks, therefore, will differ across cultures.

Nevertheless, Havighurst did propose a list of common critical developmental tasks,
categorized into six stages of development which offers a rough picture of what these
specific developmental tasks are. Below is a partial list of Havighurst’s developmental
tasks.

Infancy and Early Childhood – birth to 5 years

 Learning to walk
 Learning to control bodily wastes
 Learning to talk
 Learning to form relationships with family members
Middle Childhood – 6 – 12 years
 Learning physical skills for playing games
 Developing school-related skills such as reading , writing, and counting
 Developing conscience and values
 Attaining independence
Adolescence – 13 – 17 years
 Establishing emotional independence from parents
 Equipping self with skills needed for productive occupation
 Achieving gender-based social role
 Establishing mature relationships with peers of both sexes
Early Adulthood – 18 – 35 years
 Choosing a partner
 Establishing a family
 Managing a home
 Establishing a career
Middle Age – 36 – 60 years
 Maintaining economic standard of living
 Performing civic and social responsibilities
 Relating to spouse as a person
 Adjusting to physiological changes
Later Maturity – over 60 years
 Adjusting to deteriorating health and physical strength
 Adjusting to retirement
 Meeting social and civil obligations
 Adjusting to death or loss of spouse
The assertions and principles presented by Havighurst are quite easily understandable
and clear. The applications of the theory extend to the field of education and have
asserted influence over educators and psychologists worldwide. Although the theory
has its roots in the 1930s, it continues to stimulate the insights of contemporary
psychologists, prompting the publication of new manuscripts and books based on the
concepts of the developmental task theory.

Over the years, the reception and interpretation of Havighurst’s theory of

developmental tasks have evolved with the upsurge of new findings. Nevertheless,
this theory has remained robust in its testimony that development is continuous
throughout the entire lifespan.

Photo credit: M Glasgrow

Related posts:

1. Vygotsky’s Sociocultural Theory of Development

2. Kurt Lewin’s Psychological Field Theory
3. Freud’s Theory of Psychosexual Development
4. Erikson’s Eight Stages of Development
5. What is Social Learning Theory?